DESIGNING TRAINING PROGRAMS FOR PROFESSIONALS - picpa
DESIGNING TRAINING PROGRAMS FOR PROFESSIONALS - picpa DESIGNING TRAINING PROGRAMS FOR PROFESSIONALS - picpa
• Motivate learners • Connect with learners • Give meaning to the experience Functions of the Facilitator • Manage the learning process • Provide or define procedure, system or roles for the learners to follow 2/2/2009 Design of Training Programs
LECTURER • Leader-centered • Presentation-driven • Content-heavy • “Sage in Stage” • “Tell everything you can in time alloted” 2/2/2009 Design of Training Programs FACILITATOR • Participant-centered • Experience-driven • Application-heavy • “Guide on the Side” • “Never do for learners what they can do for themselves”
- Page 1 and 2: DESIGNING TRAINING PROGRAMS FOR PRO
- Page 3 and 4: TRAINING IN THE CONTEXT OF ORGANIZA
- Page 5 and 6: ADDIE MODEL • Analysis • Design
- Page 7 and 8: Design of Training • Examines how
- Page 9 and 10: Principles of Good Training Design
- Page 11 and 12: STEPS IN DESIGNING A TRAINING PROGR
- Page 13 and 14: • Title OUTLINE OF A TRAINING DES
- Page 15 and 16: Sample Title Presentation in Accord
- Page 17 and 18: FORMULATING BEHAVIORAL OBJECTIVES 2
- Page 19 and 20: PROBLEMS IN CRAFTING TRAINING OBJEC
- Page 21 and 22: • Know Writing Behavioral Objecti
- Page 23 and 24: BLOOM’S TAXONOMY OF EDUCATIONAL O
- Page 25 and 26: LEVELS OF AFFECTIVE DOMAIN RECEIVIN
- Page 27 and 28: Analysis Category Knowledge Compreh
- Page 29 and 30: ADVANTAGES OF HAVING A COURSE OUTLI
- Page 31: Learning works better… • When t
- Page 35: Where do we go from here? • Teach
• Motivate learners<br />
• Connect with learners<br />
• Give meaning to the<br />
experience<br />
Functions of the Facilitator<br />
• Manage the learning process<br />
• Provide or define procedure,<br />
system or roles for the<br />
learners to follow<br />
2/2/2009 Design of Training Programs
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